• Education of Primary School Mathematics
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• v.3 no.1
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• pp.37-45
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• 1999

This paper investigates the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, ie. situated learning and the other based on traditional learning. Two classes of second graders studied the instruction about 3-digit addition and subtraction. After that, they completed two written tests and a real situation test. As a result. no significant differences were found between the two group's performance on the written test 1 and real situation test. But the situated learning group performed significantly better on the performance of story problem than traditional group. This result indicated that the situated learning made improvement in transfer of mathematic loaming. As a result of interviews with 12 children, the situated loaming group's children were able to use contextual resources in solving real situation as well as story problems.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.71-94
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• 2001

The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

• Research in Mathematical Education
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• v.3 no.1
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• pp.57-68
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• 1999

In this paper, we investigate the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, i.e. situated learning (SL) and the other based on traditional learning (TL). Both classes (of grade 2) studied addition and subtraction of 3-digit numbers. After that, they completed two written tests (Written Test 1 included computation problems, Written Test 2 included computation problems and story problems) and a real situation test. As a result, no significant differences were found between the two groups' performance on computation skill in Written Tests 1 and 2. But the SL group performed significantly better on the performance of story problem and real situation test than TL group. This result indicated that the SL made improvement in transfer of mathematics learning. As a result of interviews with 12 children of the SL group were able to use contextual resources in solving real situation as well as story problems.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.263-278
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• 1999

Computer with various powerful functions has profound potential for mathematics instruction and learning. As computer technology progress, its applicability to mathematics education become more comprehensive. Not only its functional development but various psychological positions also changed the way computer technology utilized in mathematics education. In behaviorist's perspective, computer viewed as a teaching machine and constructivist viewed computer as microworld where students could explore various mathematical contents. Both theoretical positions emphasized individual aspect of learning because behaviorist tried to individualize learning using computer and constructivist focused on the process of individual construction. But learning is not only a individual event but also a social event. Therefore we must take social aspect into account. This is especially important when it comes to computer based learning. So far, mathematics loaming with computer weighed individual aspect of loaming. Even in microworld environment, learning should be mediated by teacher and collaborative learning activities. In this aspect, the roles of teacher and peers are very important and socio-cultural perspective sheds light on the computer based learning. In socio-cultural perspective, the idea of scaffold is very important in learning and students gradually internalize the social dimension and scaffolding is gradually faded. And in the zone of proximal development, teacher and more competent peers guide students to formulate their own understanding. In sum, we must take following points into account. First of all, computer should not be viewed as a medium for individualized teaming. That is, interaction with computer should be catalyst for collaborative activities with peers. So, exploration in computer environment has to be followed by small group activities including small group discussion. Secondly, regardless of the role that computer would play, teacher should play a crucial role in computer based learning. This does not mean teacher should direct every steps in learning process. Teacher's intervention should help student construct actively. Thirdly, it is needed to conceptualize computer in learning situation as medium. This would affect learning situation and result in the change of pre-service and in-service teacher training. Computer to be used effectively in mathematics classroom, researches on assessment of computer based learning are needed.

• School Mathematics
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• v.4 no.3
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• pp.483-494
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• 2002

A Situation-problem, one of the problems in school mathematics, plays a role as the starting point of teaming mathematics. It leads to construct knowledge which is a tool for solving the problems. Whether the problem is a situation-problem or not, it depends upon how to use that problem. Since posing situation-problems is accompanied by prior analysis and planning for teaching in the class, it is a difficult task. This paper focuses on the characteristics of situation-problems and on how their characteristics are realized in the process of classroom instruction. For this purpose, it analyzes the context of classroom instruction to which the 'puzzle problem' model suggested by Brousseau is applied. The model is considered as a typical situation-problem, which aims at proportionality and linearity. In addition, this paper suggests various sources of information that are useful in posing the situation-problems related to the ratio concepts.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.69-96
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• 2005

Motivation for learning is important for positive learning outcomes as well as for measured achievement levels. When students come to our classes, they bring with them learning histories in which we as individual teachers, most likely, did not have an input. Our students do not only bring with them different levels of prerequisite leanings but also different levels of affect for what they will be learning. If we leave their final learning at the mercy of these entry characteristics, a test given the first day before the course will have almost isomorphic results with their achievement levels on the last day. The ones who had 'it' on the first day will be the ones who in the future will also have 'it', not too different from what the present situation is all over the world. These circumstances will tend to be the case ad infinitum, unless of course, we want to change the situation. This research clearly shows that effective instructional methodologies coupled with cooperative peer interactions not only have an impact on achievement but also on positive attitudes toward one's learning.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.41-54
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• 2002

The purpose of this study is to find out what mathematical situation means, how to pose a meaningful situation and how situation-centered teaching could be done. The obtained informations will help learners to improve their math abilities. A survey was done to investigate teachers' perception on teaching-learning in mathematics by elementary teachers. The result showed that students had to find solutions of the textbook problems accurately in the math classes, calculated many problems for the class time and disliked mathematics. We define mathematical situation. It is artificially scene that emphasize the process of learners doing mathematizing from physical world to identical world. When teacher poses and expresses mathematical situation, learners know mathematical concepts through the process of mathematizing in the mathematical situation. Mathematical situation contains many concepts and happens in real life. Learners act with real things or models in the mathematical situation. Mathematical situation can be posed by 5 steps(learners' environment investigation step, mathematical knowledge investigation step, mathematical situation development step, adaption step and reflection step). Situation-centered teaching enhances mathematical connections, arises learners' interest and develops the ability of doing mathematics. Therefore teachers have to reform textbook based on connections of mathematics, other subject and real life, math curriculum, learners' level, learners' experience, learners' interest and so on.

• East Asian mathematical journal
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• v.38 no.4
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• pp.497-516
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• 2022

In this study, we tried to devise a method to activate meta-affect in the aspect of supporting mathematics teaching and learning according to the need to find specific strategies and teaching and learning methods to activate learners' meta-affect in mathematics subjects, which are highly influenced by psychological factors. To this end, the definitional and conceptual elements of meta-affect which are the basis of this study, were identified from previous studies. Reflecting these factors, a teaching and learning model that activates meta-affect was devised, and a meta-affect activation strategy applied in the model was constructed. The mathematics teaching and learning model that activates meta-affect developed in this study was refined by verifying its suitability and convenience in the field through expert advice and application of actual mathematics classes. The developed model is meaningful in that it proposed a variety of practical teaching and learning methods that activate the meta-affect of learners in a mathematical learning situation.

• Research in Mathematical Education
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• v.25 no.4
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• pp.267-284
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• 2022

In response to the current educational situation of students' heavy workload, the author constructs the precision-targeted classroom based on Precision Teaching (PT), Network Pharmacology, and Treatment Based on Syndrome Differentiation. The precision-targeted classroom can solve the current problems of PT and the phenomenon of the heavy academic burden on students, achieve the reduction of the burden and increase the efficiency of education. The precision-targeted classroom includes five key points: targeted goals, childlike thinking, precise intervention, intelligent homework, and stereoscopic evaluation, and the implementation process of the precision-targeted classroom is built from three aspects: before, during and after class. In addition, the author applied it to the actual mathematics classroom to test its teaching effect, and the experimental results showed that: the precision-targeted classroom significantly improved students' academic performance and thinking level; considerably improved students' classroom learning status, and facilitated teaching personalization and realized homework quantity control and quality improvement.

• The Mathematical Education
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• v.41 no.3
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.